On separate pages, please answer the following questions (do not exceed four pages total, 1.15-1.5 spacing, 12 point font):
1. How many Pell grant-eligible students are at your college? FY 2010 - 2011 = 1,970
TD: SCC had 1,970 pell grant-eligible students in FY 2010-2011
2. How many work study-eligible students are at your college? FY 2010 - 2011 = 2,725
TD: SCC had 2,725 work study-eligible students in FY 2010-2011.
3. What percent (or number) of work study students would you be willing to dedicate to this program? Seven percent
TD: SCC would be willing to dedicate up to 7% of work student students to the Connect2Complete program.
4. How many students are enrolled in at least one developmental education course? Joe/Bill:A total of 3,381 unduplicated students were enrolled in at least one developmental education class (including basic skills) at Shoreline Community College during academic year (AYR) 2010 – 2011.
TD: SCC had a total of 3,381 (unduplicated students) enrolled in at least one developmental education course (including basic skills) in AYR 2010-2011.
5. On average, what is your projected number of C2C students that you would serve per quarter? Jane: We will attempt to serve 100 ESL program students, 50 GED program students and about 100 new college freshmen.
TD: SCC is projected to serve a total of 250 C2C students per quarter (100 ESL, 50 GED, 100 new students including develomental education).
6. On average, what is your projected number of peer-advocates you would recruit per quarter? Jane: We are hoping to recruit 25 peer advocates per quarter if given funds to provide incentives to students.
TD: SCC is projected to recruit 25 C2C peer-advocates per quarter.
7. What are the completion rates of students at your college? Joe/Bill:According to the most recent IPEDS (2010) Data Feedback using the Fall 2006 cohort, Shoreline Community College has a normal time graduation/completion rate of 23%.
TD: According to the most recent IPEDS (2010) Data Feedback using the Fall 2006 cohort, SCC has a normal time graduation/completion rate of 23%.
8. Describe the demographics of the college’s high-risk students for non-completion. Joe/Bill:The Washington State Board for Community and Technical Colleges tracks and reports on both academic and economic disadvantagement which are the primary reasons students are identified as “at risk.” During fall quarter of AYR 2011, 750 students at Shoreline were identified as academically disadvantaged. This number grew slightly during winter and spring quarters. For AYR 2011, approximately 16% of the overall enrollment was identified as academically disadvantaged. Of this number approximately 60% were identified as students of color.
During fall quarter of AYR 2011, 1,337 students were identified as economically disadvantaged. This number also grew slightly in winter and spring quarters. For AYR 2011, approximately 16% of the overall enrollment was identified as academically disadvantaged. Of this number approximately 50% were identified as students of color.
TD: The Washington State Board for Community and Technical Colleges tracks and reports on both academic and economic disadvantage, which are the primary reasons students are identified as “at risk.” During fall quarter 2011, 750 students at SCC were identified as academically disadvantaged and 1,337 students . For AYR 2011, approximately 16% of the overall enrollment was identified as academically disadvantaged. Of this number, approximately 60% were identified as students of color.For AYR 2011, approximately 16% of the overall enrollment was identified as economically disadvantaged. Of this number, approximately 50% were identified as students of color.
9. Describe the demographics of your community. Joe/Bill: According to the American Factfinder American Community Survey database for calendar years 2005 – 2009, the Shoreline Community College district has an absolute poverty level of 8% which represents an estimated 4,085 individuals. However, many of the thresholds used to determine eligibility for financial aid in postsecondary education use the higher figure of 200% of the federal poverty level. When adjusted to 200% of the poverty level, the Shoreline district rate rises to 22.6% which represents an estimated 11,836 individuals .
It is important to note that a substantial number of Shoreline Community College students live outside the official boundaries of the district. An especially large number of low income students enrolled in basic skills, ESL and I-BEST programs live outside the district.
TD: According to the American Factfinder American Community Survey database for calendar years 2005 – 2009, the Shoreline Community College district has an absolute poverty level of 8% which represents an estimated 4,085 individuals. However, many of the thresholds used to determine eligibility for financial aid in postsecondary education use the higher figure of 200% of the federal poverty level. When adjusted to 200% of the poverty level, the SCC district rate rises to 22.6% which represents an estimated 11,836 individuals. It is important to note that a substantial number of Shoreline Community College students live outside the official boundaries of the district. An especially large number of low income students enrolled in basic skills, ESL and I-BEST programs live outside the district.
10. Will you be able to work collaboratively with the other finalists and Washington Campus Compact to complete the full Request for Proposal by Monday, October 10th? (This is a very fast turnaround time so you need to be sure that you have the staff in place to write a quality proposal in a short amount of time. Be sure to review the Request for Proposal before answering this question. We may try to meet face-to-face to collaborate more effectively as well.)
TD: The college is dedicated to working collaboratively with Washington Campus Compact and colleagues from other college finalist to complete the Request for Proposals by Monday, October 10th. The college will ensure the program director is given sufficient time to assist in writing a quality grant proposal with the full team.
11. Do you currently have a peer advocacy or mentoring program working on persistence and completion? If yes, briefly describe. If no, but have plans to develop one, briefly describe. Jane: Currently, we are working on the second year of our peer mentoring program. We are focusing on connecting with ESL and GED program students and helping them become engaged in campus life and in our community.(Check documents that I am sending about our program) Aura: We started our peer to peer mentoring year last year. Our first year, we focused in creating the structure of the program, establishing mentor training and building group teamwork. Our mentors learned to participate in several community service activities. This academic year, our focus will be in recruiting, training and expanding our mentor program to include not only our ESL and GED program students, but CEO and High School Completion program students. The goal will be to integrate mentoring to become an official club (HEROES club). Achieving a club status, would allow mentoring to become a permanent effort to integrate high risk students in our campus life. TD: The college started our peer-to-peer mentoring year last year as part of the Retention Project through Washington Campus Compact. The first year focused on creating the structure of the program, establishing mentor training and building group teamwork. The mentors participated in several community service activities. This academic year, the focus is on recruiting, training and expanding the mentor program to include not only our ESL and GED program students, but Career Education Options and High School Completion program students. The goal will be to integrate mentoring to become an official club (HEROES club). Achieving a club status, would allow mentoring to become a permanent effort to integrate high-risk students in our campus life.
12. Do you currently have a data collection system to track student persistence and completion? If yes, briefly describe. Joe: In Washington State, the State Board for Community and Technical Colleges collects and validates data created by each college and converts it, once a quarter, into a Data Warehouse. The data for each college is then returned to the college in this format. This data include Student, Class, Enrollment, Transcript, and completion information for each quarter. And it is thus possible to track the progress of individual students from quarter to quarter in terms of quarters attended, grades earned, classes taken, and degrees/certificates earned.
In addition, should more ‘immediate’ data be needed during the current quarter, it is possible to use state validated data (SMIS data tables, which are updated daily during the quarter) before the quarter is complete to get an idea or what classes students are currently taking (i.e. in the active quarter)
TD: In Washington State, the State Board for Community and Technical Colleges collects and validates data created by each college and converts it, once a quarter, into a Data Warehouse. This data include student demographics, class, enrollments, transcript, and completion information for each quarter. The college uses this data collection system to track persistence and completion rates of students from quarter to quarter, grades earned, classes taken and completed, and degrees or certificates earned. SCC has an internal team, known as the Data Resource and Assessment Group, led by the institutional researcher position and includes the budget director, business office director, registrar, and technology support services.
13. Do you have curriculum focused on leadership, learning communities, civic engagement, mentoring/advocacy, etc. that might be used to support the C2C program? If yes, briefly describe. Jane: Yes, currently we have a Service Learning coordinator that works with other faculty to include a service learning component in their classes. Every quarter we offer Service Learning courses in our class schedule. This fall quarter we are offering: 1) Business Law 201(students will volunteer in legal assistance organizations) 2) English 100 (students provide 15 hours of service work at local food banks) 3) BioL 150 L (students will volunteer in public health settings) 4) MCS 105 (students will volunteer for non-profit organizations that serve ethnic minorities and sexual orientation minorities)
14. Do you have anything currently in place for incentivizing peer-mentoring/advocacy efforts? If yes, briefly describe. Jane: At this time we do not have financial incentives for our peer mentors. We provide certificates of participation and letters of acknowledgement for their participation. Our goal is to provide financial incentives to our peer mentors. Beginning fall quarter,the Heroes program wil lpartner with SCC Service Learning program. Peer mentors enrolled in qualifying courses will be able to count peer mentoring activities toward course requirements for credit.We are in the process of acquirig software to track co-curricular activities. Students will be able to create aco-curricular transcript that will include peer mentoring.
15. Do you have any other funding from Gates to support student success? If yes, briefly describe. Bill: In AYR 2010 - 2011 Shoreline received Gates funding from the State Board for Community and Technical Coilleges to enhance the College's efforts to transition students from the entry level General Service Technician (automotive) program to the two-year AAST degree automotive program. A unique, integrated, context-based developmental class was formed to help students become ready to enter college level math and English classes that are required as part of the degree program. Shoreline will receive funding for a second year for this project, but will focus on further integration of math, reading, and writing skills into work-related contexts in both automotive and manufacturing pathways. In addition, six SCC faculty members received Gates grants to create open source curricula in a variety of academic disciplines.
16. Do you have the Retention Project (through Washington Campus Compact) on your campus? If yes, briefly describe your campus’ project. Jane: Yes, we have a (See attached documents for information about last year report as well as our goals for this year) Micaela: I just read the attached report and just wanted to point out that some of the structure of the program will be different this year. I'm not sure how much this matters at this point, and the report has good information about the program, I just wanted to mention that. Also, goals for this year include starting a HEROES club, integrating the program with classes more by including classroom visits and presentations, having a stronger connection with the Career Education Options program, having multiple informational/resource workshops for students each quarter, helping students plan at least one event for the Splash festival at the end of the year, and increasing student involvement in service-learning activities. Again, Aura can edit-I'm just adding what I know.
Aura: We obtain a Retention Project Coordinator (Americorp Volunteer) last year thru Washington Campus Compact. We focused our efforts on developing the infrastructure of the program as well as identifying the best ways to motivate students to participate in our program. We created both a face to face as well as a virtual presence in our campus. In January of 2011, we received a grant (College Challenge Access Grant) to include our mentors in welcoming incoming ESL and GED student in our campus. Our mentors received training and participated in several campus events. This year, our goal is to expand our HEROES mentor group to include high risk students from other programs. Our goal is to create a student club in order to create sustainability for mentoring in our campus. TD: The college has a successful Retention Project through Washington Campus Compact, which includes a Retention Project Coordinator (AmeriCorps Volunteer). The project has focused on developing a solid and sustainable program infrastructure and has identified best practices in motivating students to participate in our program. The project includes both a face-to-face as well as a virtual presence in our campus. In January 2011, SCC received a College Accss Challenge Grant to expand the services of the HEROES program to ESL students in local high schools. This year, the goal is to expand the HEROES mentor group to include high risk students from other campus programs. Additional goals include creating a funded student club in order to create sustainability for mentoring on our campus; integrating the program with classes by including classroom visits and presentations; having a stronger connection with the Career Education Options program; having multiple informational/resource workshops for students each quarter; helping students plan at least one annual event for SPLASH, a capstone festival that showcases learning; and increasing student involvement in service-learning activities.
17. Do you have the Students in Service program (through Washington Campus Compact) on your campus? If yes, briefly describe the project. LYNETTE:The Center for Equity, Engagement and Services currently administers a 300 service-hour Students in Service program at Shoreline Community College. The program is small, with the capacity for three students. The students who have enrolled in our program have required intense supervision and encouragement. Although four students were initially enrolled in our SIS program, each of these first four students were unable to complete their terms of service. Staff in our area worked closely with each of these students to locate volunteer sites and to also educate each student on the administrative requirements of the program. We currently have one active volunteer who has recently transferred to a four-year university. We expect that she will locate a new site soon and that she will complete her term of service. The Adult Basic Education program here at Shoreline is entering into its second year of a peer-to peer mentoring program and has expressed interest in possibly connecting some of these peer mentors to Students in Service opportunities. We will engage in this conversation this week. This may be a wonderful way to connect student volunteers to meaningful service opportunities right here on campus. TD: The Center for Equity and Engagement currently administers a 300 service-hour Students in Service program at SCC. The students who have enrolled in our program have intense support, encouragement, and supervision. Staff in this area worked closely with each of these students to locate volunteer sites and to also educate each student on the administrative requirements of the program.
18. Are you willing to provide leadership to other colleges in the state to cultivate a statewide learning network to strengthen persistence and completion using a peer advocacy/mentoring model? If yes, briefly describe your commitment/previous experience in this area. Shoreline has a long history of providing leadership to other colleges on innovative practices.
Example: Shoreline was one of the initial pilot sites for the innovative Integrated Basic Education and Skills Training (I-BEST) program. Since the pilot phase in 2005, Shoreline has become a leader in the development of new I-BEST programs and in sharing the I-BEST model with other colleges both in-state and outside of the state. Last year, over 100 visitors toured I-BEST programs on campus. I-BEST faculty and staff have presented at national conferences and in on-campus presentations. The current I-BEST director is a member of SBCTC’s Technical Assistance team which is working with 11 other states on the adoption of the I-BEST model. We have crrent reprensatation in all state councils. Our president has taken a leadership role in creating the 5-Star consortium of regional community colleges.
19. Do you agree to incorporate the common elements for all Washington proposals into your proposal? (As the colleges collaborate on the proposal, they may identify additional common elements too.)
Yes
20. Are you committed to developing the C2C model and sharing that model with other campuses and stakeholders in Washington? Yes
21. Who will serve as the program director? Briefly describe his/her experience and leadership in the area of persistence and completion. Aura: Aura Rios Erickson will serve as the Program Director. Ms. Rios Erickson has extensive experience working with diverse populations both in educational settings and in the community. In addition, Ms. Rios Erickson has experience advising English as Second Language students. She has been active in the field of advising both regionally and nationally. She has published articles in this field and has been recognized for her work. In 2010-2011, Ms. Rios Erickson was selected to participate in the Emerging Leaders Program for the National Academic Advising Association (NACADA). Currently, she has been selected to serve in the national steering committee in advising. TD: Aura Rios Erickson will serve as the program director. Ms. Rios Erickson has extensive experience working with diverse populations both in educational settings and in the community. In addition, Ms. Rios Erickson has experience advising English as Second Language students. She has been active in the field of advising both regionally and nationally. She has published articles in this field and has been recognized for her work. In 2010-2011, Ms. Rios Erickson was selected to participate in the Emerging Leaders Program for the National Academic Advising Association (NACADA). Currently, she has been selected to serve in the national steering committee in advising. Ms. Rios Erickson also serves as the program supervisor for the Retention Project (Washington Campus Compact) and the College Access Challenge grant.
22. Is the program director able to attend the sub-grantee meeting November 9-10, 2011 (location to be determined)? Aura: The program director will be able to attend the November 9 and 10 meeting and any other meetings needed to be scheduled to work in partnership with others.
TD: The program director will be able to attend the November 9 and 10 meeting and any other meetings needed to be scheduled to work in partnership with others.
Section B: Supplementary Questions
On separate pages, please answer the following questions (do not exceed four pages total, 1.15-1.5 spacing, 12 point font):1. How many Pell grant-eligible students are at your college? FY 2010 - 2011 = 1,970
TD: SCC had 1,970 pell grant-eligible students in FY 2010-2011
2. How many work study-eligible students are at your college? FY 2010 - 2011 = 2,725
TD: SCC had 2,725 work study-eligible students in FY 2010-2011.
3. What percent (or number) of work study students would you be willing to dedicate to this program? Seven percent
TD: SCC would be willing to dedicate up to 7% of work student students to the Connect2Complete program.
4. How many students are enrolled in at least one developmental education course?
Joe/Bill: A total of 3,381 unduplicated students were enrolled in at least one developmental education class (including basic skills) at Shoreline Community College during academic year (AYR) 2010 – 2011.
TD: SCC had a total of 3,381 (unduplicated students) enrolled in at least one developmental education course (including basic skills) in AYR 2010-2011.
5. On average, what is your projected number of C2C students that you would serve per quarter?
Jane: We will attempt to serve 100 ESL program students, 50 GED program students and about 100 new college freshmen.
TD: SCC is projected to serve a total of 250 C2C students per quarter (100 ESL, 50 GED, 100 new students including develomental education).
6. On average, what is your projected number of peer-advocates you would recruit per quarter?
Jane: We are hoping to recruit 25 peer advocates per quarter if given funds to provide incentives to students.
TD: SCC is projected to recruit 25 C2C peer-advocates per quarter.
7. What are the completion rates of students at your college?
Joe/Bill: According to the most recent IPEDS (2010) Data Feedback using the Fall 2006 cohort, Shoreline Community College has a normal time graduation/completion rate of 23%.
TD: According to the most recent IPEDS (2010) Data Feedback using the Fall 2006 cohort, SCC has a normal time graduation/completion rate of 23%.
8. Describe the demographics of the college’s high-risk students for non-completion.
Joe/Bill: The Washington State Board for Community and Technical Colleges tracks and reports on both academic and economic disadvantagement which are the primary reasons students are identified as “at risk.” During fall quarter of AYR 2011, 750 students at Shoreline were identified as academically disadvantaged. This number grew slightly during winter and spring quarters. For AYR 2011, approximately 16% of the overall enrollment was identified as academically disadvantaged. Of this number approximately 60% were identified as students of color.
During fall quarter of AYR 2011, 1,337 students were identified as economically disadvantaged. This number also grew slightly in winter and spring quarters. For AYR 2011, approximately 16% of the overall enrollment was identified as academically disadvantaged. Of this number approximately 50% were identified as students of color.
TD: The Washington State Board for Community and Technical Colleges tracks and reports on both academic and economic disadvantage, which are the primary reasons students are identified as “at risk.” During fall quarter 2011, 750 students at SCC were identified as academically disadvantaged and 1,337 students . For AYR 2011, approximately 16% of the overall enrollment was identified as academically disadvantaged. Of this number, approximately 60% were identified as students of color.For AYR 2011, approximately 16% of the overall enrollment was identified as economically disadvantaged. Of this number, approximately 50% were identified as students of color.
9. Describe the demographics of your community.
Joe/Bill: According to the American Factfinder American Community Survey database for calendar years 2005 – 2009, the Shoreline Community College district has an absolute poverty level of 8% which represents an estimated 4,085 individuals. However, many of the thresholds used to determine eligibility for financial aid in postsecondary education use the higher figure of 200% of the federal poverty level. When adjusted to 200% of the poverty level, the Shoreline district rate rises to 22.6% which represents an estimated 11,836 individuals .
It is important to note that a substantial number of Shoreline Community College students live outside the official boundaries of the district. An especially large number of low income students enrolled in basic skills, ESL and I-BEST programs live outside the district.
TD: According to the American Factfinder American Community Survey database for calendar years 2005 – 2009, the Shoreline Community College district has an absolute poverty level of 8% which represents an estimated 4,085 individuals. However, many of the thresholds used to determine eligibility for financial aid in postsecondary education use the higher figure of 200% of the federal poverty level. When adjusted to 200% of the poverty level, the SCC district rate rises to 22.6% which represents an estimated 11,836 individuals. It is important to note that a substantial number of Shoreline Community College students live outside the official boundaries of the district. An especially large number of low income students enrolled in basic skills, ESL and I-BEST programs live outside the district.
10. Will you be able to work collaboratively with the other finalists and Washington Campus Compact to complete the full Request for Proposal by Monday, October 10th? (This is a very fast turnaround time so you need to be sure that you have the staff in place to write a quality proposal in a short amount of time. Be sure to review the Request for Proposal before answering this question. We may try to meet face-to-face to collaborate more effectively as well.)
TD: The college is dedicated to working collaboratively with Washington Campus Compact and colleagues from other college finalist to complete the Request for Proposals by Monday, October 10th. The college will ensure the program director is given sufficient time to assist in writing a quality grant proposal with the full team.
11. Do you currently have a peer advocacy or mentoring program working on persistence and completion? If yes, briefly describe. If no, but have plans to develop one, briefly describe.
Jane: Currently, we are working on the second year of our peer mentoring program. We are focusing on connecting with ESL and GED program students and helping them become engaged in campus life and in our community. (Check documents that I am sending about our program)
Aura: We started our peer to peer mentoring year last year. Our first year, we focused in creating the structure of the program, establishing mentor training and building group teamwork. Our mentors learned to participate in several community service activities. This academic year, our focus will be in recruiting, training and expanding our mentor program to include not only our ESL and GED program students, but CEO and High School Completion program students. The goal will be to integrate mentoring to become an official club (HEROES club). Achieving a club status, would allow mentoring to become a permanent effort to integrate high risk students in our campus life.
TD: The college started our peer-to-peer mentoring year last year as part of the Retention Project through Washington Campus Compact. The first year focused on creating the structure of the program, establishing mentor training and building group teamwork. The mentors participated in several community service activities. This academic year, the focus is on recruiting, training and expanding the mentor program to include not only our ESL and GED program students, but Career Education Options and High School Completion program students. The goal will be to integrate mentoring to become an official club (HEROES club). Achieving a club status, would allow mentoring to become a permanent effort to integrate high-risk students in our campus life.
12. Do you currently have a data collection system to track student persistence and completion? If yes, briefly describe.
Joe: In Washington State, the State Board for Community and Technical Colleges collects and validates data created by each college and converts it, once a quarter, into a Data Warehouse.
The data for each college is then returned to the college in this format.
This data include Student, Class, Enrollment, Transcript, and completion information for each quarter. And it is thus possible to track the progress of individual students from quarter to quarter in terms of quarters attended, grades earned, classes taken, and degrees/certificates earned.
In addition, should more ‘immediate’ data be needed during the current quarter, it is possible to use state validated data (SMIS data tables, which are updated daily during the quarter) before the quarter is complete to get an idea or what classes students are currently taking (i.e. in the active quarter)
TD: In Washington State, the State Board for Community and Technical Colleges collects and validates data created by each college and converts it, once a quarter, into a Data Warehouse. This data include student demographics, class, enrollments, transcript, and completion information for each quarter. The college uses this data collection system to track persistence and completion rates of students from quarter to quarter, grades earned, classes taken and completed, and degrees or certificates earned. SCC has an internal team, known as the Data Resource and Assessment Group, led by the institutional researcher position and includes the budget director, business office director, registrar, and technology support services.
13. Do you have curriculum focused on leadership, learning communities, civic engagement, mentoring/advocacy, etc. that might be used to support the C2C program? If yes, briefly describe.
Jane: Yes, currently we have a Service Learning coordinator that works with other faculty to include a service learning component in their classes. Every quarter we offer Service Learning courses in our class schedule. This fall quarter we are offering: 1) Business Law 201(students will volunteer in legal assistance organizations) 2) English 100 (students provide 15 hours of service work at local food banks) 3) BioL 150 L (students will volunteer in public health settings) 4) MCS 105 (students will volunteer for non-profit organizations that serve ethnic minorities and sexual orientation minorities)
14. Do you have anything currently in place for incentivizing peer-mentoring/advocacy efforts? If yes, briefly describe.
Jane: At this time we do not have financial incentives for our peer mentors. We provide certificates of participation and letters of acknowledgement for their participation. Our goal is to provide financial incentives to our peer mentors.
Beginning fall quarter,the Heroes program wil lpartner with SCC Service Learning program. Peer mentors enrolled in qualifying courses will be able to count peer mentoring activities toward course requirements for credit.We are in the process of acquirig software to track co-curricular activities. Students will be able to create aco-curricular transcript that will include peer mentoring.
15. Do you have any other funding from Gates to support student success? If yes, briefly describe. Bill: In AYR 2010 - 2011 Shoreline received Gates funding from the State Board for Community and Technical Coilleges to enhance the College's efforts to transition students from the entry level General Service Technician (automotive) program to the two-year AAST degree automotive program. A unique, integrated, context-based developmental class was formed to help students become ready to enter college level math and English classes that are required as part of the degree program. Shoreline will receive funding for a second year for this project, but will focus on further integration of math, reading, and writing skills into work-related contexts in both automotive and manufacturing pathways. In addition, six SCC faculty members received Gates grants to create open source curricula in a variety of academic disciplines.
16. Do you have the Retention Project (through Washington Campus Compact) on your campus? If yes, briefly describe your campus’ project.Jane: Yes, we have a (See attached documents for information about last year report as well as our goals for this year)
Micaela: I just read the attached report and just wanted to point out that some of the structure of the program will be different this year. I'm not sure how much this matters at this point, and the report has good information about the program, I just wanted to mention that. Also, goals for this year include starting a HEROES club, integrating the program with classes more by including classroom visits and presentations, having a stronger connection with the Career Education Options program, having multiple informational/resource workshops for students each quarter, helping students plan at least one event for the Splash festival at the end of the year, and increasing student involvement in service-learning activities. Again, Aura can edit-I'm just adding what I know.
Aura: We obtain a Retention Project Coordinator (Americorp Volunteer) last year thru Washington Campus Compact. We focused our efforts on developing the infrastructure of the program as well as identifying the best ways to motivate students to participate in our program. We created both a face to face as well as a virtual presence in our campus. In January of 2011, we received a grant (College Challenge Access Grant) to include our mentors in welcoming incoming ESL and GED student in our campus. Our mentors received training and participated in several campus events. This year, our goal is to expand our HEROES mentor group to include high risk students from other programs. Our goal is to create a student club in order to create sustainability for mentoring in our campus.
TD: The college has a successful Retention Project through Washington Campus Compact, which includes a Retention Project Coordinator (AmeriCorps Volunteer). The project has focused on developing a solid and sustainable program infrastructure and has identified best practices in motivating students to participate in our program. The project includes both a face-to-face as well as a virtual presence in our campus. In January 2011, SCC received a College Accss Challenge Grant to expand the services of the HEROES program to ESL students in local high schools. This year, the goal is to expand the HEROES mentor group to include high risk students from other campus programs. Additional goals include creating a funded student club in order to create sustainability for mentoring on our campus; integrating the program with classes by including classroom visits and presentations; having a stronger connection with the Career Education Options program; having multiple informational/resource workshops for students each quarter; helping students plan at least one annual event for SPLASH, a capstone festival that showcases learning; and increasing student involvement in service-learning activities.
17. Do you have the Students in Service program (through Washington Campus Compact) on your campus? If yes, briefly describe the project.
LYNETTE:The Center for Equity, Engagement and Services currently administers a 300 service-hour Students in Service program at Shoreline Community College. The program is small, with the capacity for three students. The students who have enrolled in our program have required intense supervision and encouragement. Although four students were initially enrolled in our SIS program, each of these first four students were unable to complete their terms of service. Staff in our area worked closely with each of these students to locate volunteer sites and to also educate each student on the administrative requirements of the program. We currently have one active volunteer who has recently transferred to a four-year university. We expect that she will locate a new site soon and that she will complete her term of service. The Adult Basic Education program here at Shoreline is entering into its second year of a peer-to peer mentoring program and has expressed interest in possibly connecting some of these peer mentors to Students in Service opportunities. We will engage in this conversation this week. This may be a wonderful way to connect student volunteers to meaningful service opportunities right here on campus.
TD: The Center for Equity and Engagement currently administers a 300 service-hour Students in Service program at SCC. The students who have enrolled in our program have intense support, encouragement, and supervision. Staff in this area worked closely with each of these students to locate volunteer sites and to also educate each student on the administrative requirements of the program.
18. Are you willing to provide leadership to other colleges in the state to cultivate a statewide learning network to strengthen persistence and completion using a peer advocacy/mentoring model? If yes, briefly describe your commitment/previous experience in this area.
Shoreline has a long history of providing leadership to other colleges on innovative practices.
Example: Shoreline was one of the initial pilot sites for the innovative Integrated Basic Education and Skills Training (I-BEST) program. Since the pilot phase in 2005, Shoreline has become a leader in the development of new I-BEST programs and in sharing the I-BEST model with other colleges both in-state and outside of the state. Last year, over 100 visitors toured I-BEST programs on campus. I-BEST faculty and staff have presented at national conferences and in on-campus presentations. The current I-BEST director is a member of SBCTC’s Technical Assistance team which is working with 11 other states on the adoption of the I-BEST model. We have crrent reprensatation in all state councils. Our president has taken a leadership role in creating the 5-Star consortium of regional community colleges.
19. Do you agree to incorporate the common elements for all Washington proposals into your proposal? (As the colleges collaborate on the proposal, they may identify additional common elements too.)
Yes
20. Are you committed to developing the C2C model and sharing that model with other campuses and stakeholders in Washington? Yes
21. Who will serve as the program director? Briefly describe his/her experience and leadership in the area of persistence and completion.
Aura: Aura Rios Erickson will serve as the Program Director. Ms. Rios Erickson has extensive experience working with diverse populations both in educational settings and in the community. In addition, Ms. Rios Erickson has experience advising English as Second Language students. She has been active in the field of advising both regionally and nationally. She has published articles in this field and has been recognized for her work. In 2010-2011, Ms. Rios Erickson was selected to participate in the Emerging Leaders Program for the National Academic Advising Association (NACADA). Currently, she has been selected to serve in the national steering committee in advising.
TD: Aura Rios Erickson will serve as the program director. Ms. Rios Erickson has extensive experience working with diverse populations both in educational settings and in the community. In addition, Ms. Rios Erickson has experience advising English as Second Language students. She has been active in the field of advising both regionally and nationally. She has published articles in this field and has been recognized for her work. In 2010-2011, Ms. Rios Erickson was selected to participate in the Emerging Leaders Program for the National Academic Advising Association (NACADA). Currently, she has been selected to serve in the national steering committee in advising. Ms. Rios Erickson also serves as the program supervisor for the Retention Project (Washington Campus Compact) and the College Access Challenge grant.
22. Is the program director able to attend the sub-grantee meeting November 9-10, 2011 (location to be determined)?
Aura: The program director will be able to attend the November 9 and 10 meeting and any other meetings needed to be scheduled to work in partnership with others.
TD: The program director will be able to attend the November 9 and 10 meeting and any other meetings needed to be scheduled to work in partnership with others.
(Alana's report)